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Nationally Consistent Collection of Data on School Students with Disability Justin Ward, National Projects Officer Disability Standards for Education 2005.

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Presentation on theme: "Nationally Consistent Collection of Data on School Students with Disability Justin Ward, National Projects Officer Disability Standards for Education 2005."— Presentation transcript:

1 Nationally Consistent Collection of Data on School Students with Disability Justin Ward, National Projects Officer Disability Standards for Education 2005 (DSE) Gina Dagellis, Project Officer, Disability Standards for Education Julie Aschberger Director, Special Education Ksharmra Brandon Manager, National Projects Ingrid Alderton Program Manager National Partnerships MSSD

2 National agenda for reform in disability support and education Nationally Consistent Collection of Data for School Students with Disability Review of Disability Standards for Education 2005 (DSE)

3 Nationally Consistent Collection of Data School Students with Disability The Australian Government and all state and territory governments have agreed to work towards the full implementation of the Nationally Consistent Collection of Data on School Students with Disability by 2015, using a phased approach: 2013 – 33% of South Australian Government schools were involved – 66% of South Australian Government schools will be involved - the 2013 and th participating sites and the 2014 newly participating sites – 100% of South Australian Government schools will be required to participate in the Collection on an annual basis.

4 Nationally Consistent Collection of Data School Students with Disability Why are we doing the National Data Collection? Capture a wider cohort of students than is currently covered, by including all students that meet the criteria under the Disability Discrimination Act 1992 Nationally consistent picture of Australian school students with disability. Currently, data is inconsistent across jurisdictions because of varying eligibility criteria for disability support programs Supports the professional judgement of teachers about their students Support students with disability to take part in school on the same basis as students without disability “We saw it is an opportunity to consolidate our understanding of student needs and to create links to key strategies we have been working on in building our school’s capacity to deliver quality teaching and learning programs. It was also an opportunity to engage in professional learning and develop a deeper theoretical and practical understanding of the needs of students with disability.” Principal, Fulham Gardens Primary

5 Nationally Consistent Collection of Data School Students with Disability 2013 Overview of the Collection o 33% of SA Government Schools (180) participated in the 2013 Collection. o 12,100 records/students entered for the participating SA Government Schools. o This equates to a student disability rate of 19.3% of total enrolments at these SA schools. o This disability rate meets expectations as the current rate for verified students with a disability in SA is 8.8% and the 2013 Collection includes unverified students for the first time. Key National and State Learnings o Provide a longer period for school staff to complete the professional learning and training associated with the Collection. o Provide information sessions for school leaders. o Provide a suite of national and state supplementary information materials.

6 A roadmap of the Collection in 2014 Monday, 12 May 2014 (Week 3 Term 2) The Collection begins with the commencement of the 10 week evidence gathering period, to determine whether a student should be included in the Collection. Friday, 25 July 2014 (Week 1 Term 3) All training on the Disability Standards for Education 2005 and the Data Collection must be completed by those school staff determining the information to be included in the Collection. Friday, 1 August 2014 (Week 2 Term 3) Last date for data to be entered into EDSAS and verified by the Principal. Nationally Consistent Collection of Data School Students with Disability

7 What professional learning and training is available for school staff? Disability Standards for Education 2005 (DSE) training (Approximately 1.5 hours). Data Collection Training (approximately 1 hour). This training is available at:

8 BACKGROUND Application of the Standards is not optional, it is the law.

9 To ensure that persons with a disability have the same rights to equality before the law in the area of education and training as the rest of the community The law requires that all education providers are legally obliged to give students with disability the opportunity to have an equitable education. OUR LEGAL FRAMEWORK

10 WHAT ARE YOU RESPONSIBLE FOR? RESPONSIBLE FOR?

11 PURPOSE OF THE STANDARDS

12 HOW THE STANDARDS OPERATE

13 eLEARNING RESOURCE

14 COURSE STRUCTURE Tailored to schooling level

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17 Experiencing any technical difficulties: Call / Experiencing any technical difficulties: Call /

18 FURTHER INFORMATION Gina Dagellis - Project Officer, Disability Standards for Education (National Partnership: More Support for Students with Disabilities) Office for Children and Young People Student, Aboriginal and Family Services Department for Education & Child Development level 6, 31 Flinders Street, Adelaide SA 5000 t (08) | e Disability Standards for Education

19 Nationally Consistent Collection of Data School Students with Disability Will a student’s personal details be kept confidential? Data security and protection will be a priority. Only de-identified data will be used to ensure that the privacy of the individual student is maintained. Who will be responsible for collecting the data? Teachers, using their professional judgement, collect the data. However, each site can determine the process they use to support teachers in collecting this data. For example, small teams of teachers could be formed at the site to assist each other with the data collection. While the approach of making judgements and recording data is a collaborative one, school principals will be ultimately responsible for signing off on the data and supporting evidence for each student entry related to their own school.

20 Nationally Consistent Collection of Data School Students with Disability Steps for completing the data collection Under the Collection model, teachers use their professional judgment to complete steps 1 – 3. Teachers have 10 weeks (from 12 May 2014) to identify evidence to support the inclusion of a student in the 2014 collection; please refer to the information sheet provided for examples of acceptable evidence. Determine whether the student has a disability as defined by the Disability Discrimination Act Determine what level of adjustment is provided to the student - no adjustment at this time, supplementary adjustment, substantial adjustment and extensive adjustment. Determine the broad category of disability under which the student best fits. The categories include: physical; cognitive; sensory; social/emotional. Record the data in EDSAS. Data is entered once, unless there is a change in the level of adjustment for the student. Principal to verify data in EDSAS and confirm that that there is current evidence to support a student’s inclusion in the Collection.

21 Nationally Consistent Collection of Data School Students with Disability Step 1 – Determine whether the student has a disability as defined by the Disability Discrimination Act 1992 What is a disability as defined in the Disability Discrimination Act 1992?  total or partial loss of the person's bodily or mental functions; or  total or partial loss of a part of the body; or  the presence in the body of organisms causing disease or illness; or  the presence in the body of organisms capable of causing disease or illness; or  the malfunction, malformation or disfigurement of a part of the person's body; or  a disorder or malfunction that results in the person learning differently from a person without the disorder or malfunction; or  a disorder, illness or disease that affects a person's thought processes, perception of reality, emotions or judgement or that results in disturbed behaviour; and includes a disability that:  presently exists; or  previously existed but no longer exists; or  may exist in the future (including because of a genetic predisposition to that disability); or  is imputed to a person.

22 Nationally Consistent Collection of Data School Students with Disability Step 2 – Determine the level of adjustment provided to the student No adjustment at this time  Some students with disability may not be provided with any specialised educational adjustments and have their individual needs accommodated within typical teaching practice, in the same ways that school teams accommodate the needs of all of their students.  These students may have required an adjustment in the past. Alternatively they may require an adjustment in the future.

23 Step 2 – Determine the level of adjustment provided to the student Supplementary adjustment  provided when there is an assessed need at specific times to complement the strategies and resources already available (for all students) within the school.  designed to address the nature and impact of the student's disability, and any associated barriers to their learning, physical, communication or participatory needs. Examples of this adjustment Adjustments to teaching and learning might include: modified or tailored programs in some or many learning areas modified instruction using a structured task-analysis approach the provision of course materials in accessible forms separate supervision or extra time to complete assessment tasks modifications to ensure full access to buildings and facilities specialised technology, programs or interventions to address the student's social/emotional needs. Nationally Consistent Collection of Data School Students with Disability

24 Step 2 – Determine the level of adjustment provided to the student Substantial adjustment  provided to address the specific nature and significant impact of the student's disability.  designed to address the more significant barriers to their engagement, learning, participation and achievement. Examples of this adjustment frequent (teacher directed) individual instruction regular direct support or close supervision in highly structured situations to enable the students to participate in school activities frequent assistance with mobility and personal hygiene significantly modified study materials adapted assessment procedures (ie special provisions) such as the use of assistive technology or a scribe access to a specialised support setting. Nationally Consistent Collection of Data School Students with Disability

25 Step 2 – Determine the level of adjustment provided to the student Extensive adjustment  provided when essential specific measures are required at all times to address the individual nature and acute impact of the student's disability and the associated barriers to their learning and participation.  adjustments are highly individualised, comprehensive and ongoing. Examples of this adjustment personalised modifications to all courses and programs, school activities and assessment procedures intensive individual instruction the provision of more accessible and relevant curriculum options or learning activities specifically designed for the student the use of highly specialised assistive technology alternative communication modes the provision of highly structured approaches or technical aids. Nationally Consistent Collection of Data School Students with Disability

26 Step 3 – Determine the broad category of disability under which the student best fits PhysicalOR CognitiveOR SensoryOR Social/emotional  If a student has multiple disabilities, you should select whichever disability has the greatest influence, based on your professional judgement, on preventing the student from accessing education.  For more information about the categories of disabilities, please refer to the Data Collection training module (referenced in a previous slide). Nationally Consistent Collection of Data School Students with Disability

27 Step 4 – Record and submit the data  Record the data for the student in EDSAS. The flyer provided has detailed instructions.  Locate Student Personal Information Part 3 Screen, select the National Student Disability Reporting Page.  To commence entering the data, you will need to enter the EDID and click New to create a record. When you create a record, four mandatory fields come up, which are: 1) Disability Category – double click or press Shift +F6 in the Disability Category 2) Level of Adjustment Category – double click or press Shift + F6 in this Category 3) Date Reported 4) Reported By  Note that: the “Review Date” field and “Note” fields are non-mandatory; the “Year Level” field is read-only and this field is populated from the Year Level PE1 screen.  Note that data is entered once, unless there is a change in the level of adjustment for the student. Additionally, note that a school will only be able to record one level of adjustment per disability category code on any single day.  Once you have finished entering the Collection data for a particular student, click Save. When a new record is saved the National Disability Reporting tick box in the Student Personal Information Part 3 screen will be ticked. Nationally Consistent Collection of Data School Students with Disability

28 Step 5 – Principal to verify data  Principal to verify data in EDSAS and confirm that that there is current evidence to support a student’s inclusion in the Collection. Nationally Consistent Collection of Data School Students with Disability

29 Support from DECD Central Office    Collection Help Desk  All printing costs for relevant resources covered. Support from Schools  2014 Collection Champions – principals, an assistant principal and a special education co-ordinator that participated in the 2013 Collection will be available during the Collection period to answer your questions and offer guidance in implementing the Collection. Please see the relevant flyer provided.  Schools that participated last year/in close proximity can be of assistance in the information sharing process.


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